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Tytuł:
Filozofia a pedagogika. Współzależności i granice
Autorzy:
Stanisław, Gałkowski,
Powiązania:
https://bibliotekanauki.pl/articles/892262.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy of education
pedagogy
education
science
Opis:
The aim of this article is to determine the status of philosophy of education among the other philosophical disciplines and to consider its place within the framework of pedagogical sciences. The relationship between pedagogy and philosophy has been analysed with emphasis on the conditions to be met by philosophy that it could be useful as an instrument helping in reflection on education. The article also discusses the way in which could be useful. Successively, the question in posed on how data obtained during the pedagogical reflection can influence philosophy itself. In conclusion, referring to the achievements of Alasdair MacIntyre, an attempt to draw philosophical procedures allowing to assess given pedagogical concepts is presented.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 45-60
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy
Autorzy:
Tomasz, Leś,
Powiązania:
https://bibliotekanauki.pl/articles/892612.pdf
Data publikacji:
2018-04-30
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
wisdom
educational aims
philosophy of education
Opis:
Wisdom might be, and quite often is, one of the most important purposes of education. At the same time, there is no clarity about the its meaning and relations to education. The goal of the article is to analyse the issue of wisdom as an educational goal, based on the classical meaning of the term ‘wisdom’ (Socrates, Plato, Aristotle), which still constitutes a paradigm in philosophical and educational considerations. The article is divided into three parts. Firstly, the theoretical and semantic aspects of wisdom are indicated. Secondly, practical possibilities of application of the idea of wisdom as an aim of education are discussed. At the end, the author points out the philosophical and semantic problems which make this idea hard to apply.
Źródło:
Kwartalnik Pedagogiczny; 2018, 63(1 (247)); 48-68
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogika osłaniająca. O filozoficznych przesłankach praktyki pedagogicznej przedszkola waldorfskiego
Autorzy:
Katarzyna, Więckowska,
Powiązania:
https://bibliotekanauki.pl/articles/892110.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
Waldorf education
kindergarten education
envelope
philosophy of education
anthroposophy
Opis:
The aim of the article is to present the philosophical reasons of the pedagogical practice of Waldorf kindergartens that result from the anthroposophical anthropology of Rudolf Steiner. The author focuses on the notion of ‘envelope’ in Waldorf education. The metaphor of a protecting envelope is described in the context of space and time of Waldorf kindergarten and relationships between educator and a child. Those relationships – in the light of anthroposophical conception of human fate – are based on the trust brought by the child from the spiritual world. This trust appears by the child’s capacity to imitate. The author gives examples of pedagogical activities which help to protect and cultivate this child’s inner capacity by the envelopes of warmth, action, rhythm and word.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 133-148
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Współzależność i asymetria w relacjach pedagogiki z filozofią
Autorzy:
Leś, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/1789421.pdf
Data publikacji:
2019-11-02
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophy of education
educational theory
educational studies
Opis:
The author presents and analyses the issue of the interrelationship between philosophy and pedagogy. He shows the areas of connections which have already been indicated and the ones which have not been clearly indicated yet. These areas are as follows: the genetic-historic area, the institutional-structural area, evaluation, ethical and metaethical issues and others. For each of those areas there is argumentation underlying the relationship between the two mentioned disciplines. In conclusion, the author presents general characteristics of that relationship.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 9-30
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pluralism of pedagogy in Poland
Autorzy:
Bogusław, Śliwerski,
Powiązania:
https://bibliotekanauki.pl/articles/892532.pdf
Data publikacji:
2019-04-25
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
pedagogy
metapedagogy
meta-theory of education
philosophy of education
general pedagogy
Opis:
The author tackles the problem of the new quality of pedagogy in postmodern Poland. It is expressed in the absence of “one” theory, one meta-language which is used to describe and explain basic concepts and processes. Moreover, it creates theoretical foundations for the development of detailed pedagogical sciences. Each attempt to set up a universal project or meta-narration becomes an unreasonable interpretation of phenomena or theories and the will to gain power. None of individual interpretations can be superior to any others. There are not any “better” or “worse” theories. I reveal new approaches to pedagogy as: – science of pedagogical sciences (metapedagogy); – comparative pedagogical thoughts; – meta-science, or the science of all sciences about upbringing and education.
Źródło:
Kwartalnik Pedagogiczny; 2018, 63(4(250)); 212-233
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji
Autorzy:
Jarosław, Gara,
Powiązania:
https://bibliotekanauki.pl/articles/892454.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
phenomenology
hermeneutics
philosophy of education
phenomenon of education
phenomenological-hermeneutic pedagogy
Opis:
The problem of phenomenological grounds for hermeneutic explanation of the existential phenomenon of education is based on the assumptions according to which the phenomenology of Edmund Husserl has “hermeneutic roots,” and “hermeneutics is formed on the basis of phenomenology”. In this sense, there exists a mutual, irreducible connection between the phenomenological and hermeneutical philosophy. Among the premises of Husserl’s philosophical project that may be considered relevant in the context of hermeneutic approach to understanding the phenomenon of education we can list: the issue of intentionality of acts of consciousness, the founding (Fundierung) ontology of the part and the whole, and the philosophy of everyday life (Lebenswelt). Those elements show their indisputable importance in the context of examination of both practice and theory of education and training. From this perspective, the phenomenon of education can be considered both in terms of a thematic whole, as well as in its various separate aspects, reflecting and defining the ambiguity and multidimensionality of education and upbringing processes. Exemplification of such aspects, recognized as phenomenological instances in the hermeneutic approach to clarification of education are the following phenomena: illumination, meaning (sense), atmosphere, presence, mystery, otherness and sensitivity.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 115-145
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Fenomenologiczne inspiracje hermeneutycznego rozjaśniania fenomenu edukacji
Autorzy:
Gara, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/1789861.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
phenomenology
hermeneutics
philosophy of education
phenomenon of education
phenomenological-hermeneutic pedagogy
Opis:
The problem of phenomenological grounds for hermeneutic explanation of the existential phenomenon of education is based on the assumptions according to which the phenomenology of Edmund Husserl has “hermeneutic roots,” and “hermeneutics is formed on the basis of phenomenology”. In this sense, there exists a mutual, irreducible connection between the phenomenological and hermeneutical philosophy. Among the premises of Husserl’s philosophical project that may be considered relevant in the context of hermeneutic approach to understanding the phenomenon of education we can list: the issue of intentionality of acts of consciousness, the founding (Fundierung) ontology of the part and the whole, and the philosophy of everyday life (Lebenswelt). Those elements show their indisputable importance in the context of examination of both practice and theory of education and training. From this perspective, the phenomenon of education can be considered both in terms of a thematic whole, as well as in its various separate aspects, reflecting and defining the ambiguity and multidimensionality of education and upbringing processes. Exemplification of such aspects, recognized as phenomenological instances in the hermeneutic approach to clarification of education are the following phenomena: illumination, meaning (sense), atmosphere, presence, mystery, otherness and sensitivity.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 115-145
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogika Posejdoniosa z Apamei
Autorzy:
Marcin, Wasilewski,
Powiązania:
https://bibliotekanauki.pl/articles/892184.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
Posidonius of Apamea
history of pedagogy
history of philosophy of education
Opis:
The subject matter and purpose of the article is a depiction of the pedagogical concepts of Posidonius of Apamea, an eminent stoic philosopher and scholar. As it is clear from the surviving testimonials of Seneca and Galen, Posidonius dealt in his ethical writings to a large extent with issues of moral education. In writing On virtues Posidonius undertook – in opposition to Chrysippus – the question of the origin of ethical defects (moral evil), making insightful remarks about the nature of children and animals based on empirical observations. Posidonius believed that moral evil is innate to human nature. And in writing On emotions in reference to Plato (Politeia, Timaeus and Nomoi dialogues), Posidonius described the typology of human nature, depending on the type of morphology of the body and the dominant mental element as well as related types of effective educational methods.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 177-185
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sprawozdanie z posiedzenia Zespołu Pedagogiki Ogólnej afiliowanego przy Komitecie Nauk Pedagogicznych PAN
Autorzy:
Tomasz, Leś,
Powiązania:
https://bibliotekanauki.pl/articles/892573.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
general theory of education
philosophy of education
Committee for Pedagogical Science
report
Opis:
This article contains a report from the meeting of the Team for Educational Theory at the Committee for Pedagogical Sciences of the Polish Academy of Sciences which was held in Cracow (Jagiellonian University) on December 13, 2014. The purposes of the meeting were to (1) discuss the condition of the educational theory within Polish educational studies; (2) identify problems connected therewith and to (3) plan some future activities of the Team for Educational Theory. The aforementioned issues were mostly related to the semantic status of the educational theory, its relations to other kinds of educational studies and some practical challenges which require solving in the nearest future. The next meeting of the group is planned to take place in the middle of 2015.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 327-335
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dlaczego konieczna jest filozoficzna pedagogika ogólna. Rozważania w kontekście eseju J.F. Herbarta O ciemnej stronie pedagogiki
Autorzy:
Dariusz, Stępkowski,
Powiązania:
https://bibliotekanauki.pl/articles/892565.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
general pedagogy
philosophy of education
autonomy
basic pedagogical thought
Opis:
The author of the paper tries to show that general pedagogy has its philosophical distinction, e.g., comparing to philosophy of education. Johann Friedrich Herbart’s essay On the Dark Side of Pedagogy is an important point of reference in the analysis. Starting from the essay, the author justifies the necessity of an approach to general pedagogy with its most important goal, i.e., defining the basic pedagogical thought. The thought is “basic” as it combines theoretical and practical knowledge on education and has to be defined over and over again, and not because without it education cannot be imagined. The history of philosophy is full of evidence that education can be “deduced” even from the theories that have nothing in common with education.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 79-90
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Projekt antropagogii. Przesłanki filozofii wychowania Kotarbińskiego
The project of anthropagogy. Premises of Kotarbiński’s philosophy of education
Autorzy:
Sztobryn, Sławomir
Gałkowski, Stanisław
Kostyło, Piotr
Powiązania:
https://bibliotekanauki.pl/chapters/969200.pdf
Data publikacji:
2020-07-18
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
pedagogika
antropagogia
filozofia wychowania
Kotarbiński
pedagogy
philosophy of education
anthropagogy
Opis:
Trzy obszary będące swoistymi wektorami badań T. Kotarbińskiego z zakresu filozofii wychowania stanowią reizm, prakseologia i etyka. Zbudowane przez niego na tej kanwie pojęcie antropagogii obejmowało teorię skutecznego, sprawnego działania, działania w realnym, konkretnym świecie z jasno sprecyzowanym etycznym modelem dojrzałego, pełnego człowieka. Antropagogia dla Kotarbińskiego była wyjściem poza tradycyjny sposób wychowania, zawężany zazwyczaj do wąskiej grupy wiekowej oraz typowych instytucji wychowawczych, jak rodzina, szkoła i kościół. Pomysły antropagogiczne prowadziły jego myślenie do przeciwstawienia się dawnej, ale historycznie długo obecnej w naszej kulturze tendencji do kształcenia encyklopedycznego. Chciał także realizować klasyczny, antyczny ideał wychowania przez sztukę, gdy tworzył swoją poezję. Filozofia wychowania, jaką propagował Kotarbiński w swojej antropagogii, zmierzała w innym kierunku niż realizacja jakiejkolwiek ideologii społecznej. Na pierwszym miejscu stała jego koncepcja spolegliwego opiekuna, którym mógł być człowiek budujący dowolny ustrój społeczny. Było to możliwe ze względu na specyfikę jego niezależnej etyki, w ramach której występują trzy obszary szczególnie interesujące Kotarbińskiego, a pogłębiające rozumienie antropagogii. Są to: felicytologia, prakseologia i etyka właściwa, przez którą rozumiał namysł nad życiem godziwym. Na filozoficzną podbudowę antropagogii składają się m.in.: ateizm, ontologia materialistyczna, determinizm, analiza zasad rozwoju społecznego, rozumienie historii.
The three areas that constitute specific vectors of T. Kotarbiński’s research in the field of philosophy of education are reism, praxeology and ethics. The concept of anthropagogy developed by him on this basis included the theory of effective and efficient action, acting in a real, concrete world with a clearly defined ethical model of a mature man. Anthropagogy for Kotarbiński was a way out of the traditional mode of education, usually narrowed down to a small age group and typical educational institutions, such as family, school and church. His anthropagogical ideas led him to oppose the past but historically long-standing tendency in our culture of encyclopedic education. He also wanted to pursue the classical, ancient ideal of education through art when he was creating his poetry. The philosophy of education that Kotarbiński propagated in his anthropagogy was heading in a different direction than realizing any social ideology. His first concept was that of a reliable guardian, who could be any man building any social system. This was possible due to the specificity of his independent ethics, which included three areas that were of particular interest to Kotarbiński and that deepened the understanding of anthropagogy. These were: felicitology, praxeology and proper ethics, which he understood to be reflection on decent life. The philosophical foundation of anthropagogy consisted of, among others, atheism, materialistic ontology, determinism, analysis of principles of social development, understanding of history.
Źródło:
Wielogłos w myśli o wychowaniu. 100 lat polskiej pedagogiki filozoficznej; 213-224
9788323542544
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sprawozdanie z posiedzenia Zespołu Pedagogiki Ogólnej afiliowanego przy Komitecie Nauk Pedagogicznych PAN
Autorzy:
Leś, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/1789855.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
general theory of education
philosophy of education
Committee for Pedagogical Science
report
Opis:
This article contains a report from the meeting of the Team for Educational Theory at the Committee for Pedagogical Sciences of the Polish Academy of Sciences which was held in Cracow (Jagiellonian University) on December 13, 2014. The purposes of the meeting were to (1) discuss the condition of the educational theory within Polish educational studies; (2) identify problems connected therewith and to (3) plan some future activities of the Team for Educational Theory. The aforementioned issues were mostly related to the semantic status of the educational theory, its relations to other kinds of educational studies and some practical challenges which require solving in the nearest future. The next meeting of the group is planned to take place in the middle of 2015.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 327-335
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education as edification: Richard Rorty’s neo-pragmatist philosophy of education
Autorzy:
Mirosław, Woźnica,
Powiązania:
https://bibliotekanauki.pl/articles/892552.pdf
Data publikacji:
2019-08-22
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
Rorty
edification
philosophy of education
ironist
neo-pragmatism
communication
hermeneutics
Opis:
Rorty draws from pragmatism, conversation, edification, and hermeneutics, but in spite of his reference to Dewey’s thesis on pragmatism, Rorty’s notion of ‘pragmatism’ is not offered as an idea of something that might fill the gaps left by slowly dying traditional philosophy. It is rather a more relaxed attitude of mind. He goes beyond the traditional notion of pragmatism and insists that the search should not focus on truth but on solidarity, in other words, what we as a group of people create and decide what is true. Truth, for Rorty, is a society’s exercise and agreement of what is true. It is achieved by discourse and not limited conversations. In order to educate a person as an individual who lives in a particular society with all the factors contributing to his/her growth, Rorty adopts a new word for education, namely edification, with its philosophical consequences. He draws on the work of Hans-Georg Gadamer to explore the idea of ‘edification,’ a word Rorty uses to gloss Gadamer’s Bildung (education, self-formation) (Rorty 1979).
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(2 (252)); 242-253
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Life of Reason: R.S. Peters’ Stoic Philosophy of Education
Autorzy:
Stefaan, Cuypers,
Powiązania:
https://bibliotekanauki.pl/articles/891968.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
R.S. Peters; rational passions
Kantian philosophy of education
stoicism
religious education
Opis:
Although R.S. Peters is one of the founding fathers of the analytical paradigm in the philosophy of education, in this paper I develop his less known synthetic view on education. To that purpose, I explore Peters’ integrative view on the relationship between reason and passion (the emotions), his view on the levels of life, and even his view on religious education. What emerges from this exploration is the claim that Peters is, in an important sense, not a Kantian philosopher and the thesis that Peters’ work on the analysis and justification of education gets its ultimate inspiration from an anthropological and metaphysical background, which Ray Elliot identified as Peters’ Stoic attitude.
Źródło:
Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne; 2015, 02(1); 21-38
2391-9175
2450-1816
Pojawia się w:
Kultura Pedagogiczna. Międzynarodowe Pismo Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pytanie o pedagogikę filozoficzną z Bronisławem F. Trentowskim w tle
Autorzy:
Katarzyna, Wrońska,
Powiązania:
https://bibliotekanauki.pl/articles/892060.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
philosophical pedagogy
education
Bronisław F. Trentowski’s Chowanna
philosophy of education
method of philosophical pedagogy
Opis:
The text poses the question about the possibility and the way of practising today’s philosophical pedagogy. For this purpose it refers to its 19th century example elaborated for pedagogy by the philosopher Bronisław F. Trentowski in his work Chowanna. In the discussion of this concept, the author of the text reflects on the renewed formula of philosophical pedagogy. She argues that scientific development of pedagogy is conducive to conducting a philosophical reflection within it and with its own initiative. In other words, the reflection on the sense of education and on the justification of methods of pedagogical impact, based on philosophical resources and on the research methods of humanities, performed in parallel to the empirical studies, helps pedagogy as a whole to fulfil its purpose. Also it protects pedagogy against politicisation, indoctrination and instrumentalisation of its subject. Philosophically reinforced pedagogy can also strengthen philosophy by providing it with in-depth knowledge of education taken from the rich educational thought of philosophers.
Źródło:
Kwartalnik Pedagogiczny; 2017, 62(1 (243)); 91-101
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
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